One Step at a Time: Using Task Analyses to Teach Skills

Snodgrass, Melinda R.; Meadan, Hedda; Ostrosky, Michaelene M.; Cheung, W. Catherine

doi:10.1007/s10643-017-0838-x

Cited by 7 publications

(12 citation statements)

References 9 publications

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“…A task analysis can be created several different ways. Steps can be developed after watching someone else perform the task correctly (e.g., a student who is able to complete the task independently), which may help the teacher identify additional steps (Snodgrass et al, 2017). When specific skills are too complex or vocation explicit (e.g., mechanics), teachers may consult experts with the knowledge of the targeted behavior to obtain the step-by-step breakdown (Stokes et al, 2010).…”

Section: A Strategy To Support Student Independence Made 2 Fadementioning

confidence: 99%

MADE 2 FADE: A Practical Strategy for Empowering Independence for Students With Disabilities

Ingles

Gilson

Pena

2021

TEACHING Exceptional Children

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Independence is a critical skill in preparing students with disabilities for success after high school. Secondary special education teachers equip their students toward task independence across skill domains (e.g., employment, independent living), yet there is little guidance regarding a simple and systematic way to do so. MADE 2 FADE (M2F) is a mnemonic developed to support special education teachers in data-driven decisions and implementation of research-based practices. This framework is designed to help teachers as they encourage their students with disabilities toward greater self-efficacy and skill mastery.

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Section: A Strategy To Support Student Independence Made 2 Fadementioning

confidence: 99%

MADE 2 FADE: A Practical Strategy for Empowering Independence for Students With Disabilities

Ingles

Gilson

Pena

2021

TEACHING Exceptional Children

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“…Prompting (PP) is implemented by providing a prompt for a desired behavior and the prompt can be verbal, physical, visual, or gestural and can be provided by an adult or peer (Biederman, Fairhall, Raven, & Davey, 1998;Brown & Conroy, 2011;NPDC, 2018;Snodgrass, Meadan, Otrosky, & Cheung, 2017;Wong et al, 2015). After the prompt is given the child receiving the prompt is expected to exhibit the desired behavior (Biederman et al, 1998;Brown & Conroy, 2011;Snodgrass et al, 2017;Wong et al, 28 2015). For example, a teacher may say to a student, "What do we say when a friend helps us?"…”

Section: Behavior Development and Evidence-based Practices In Preschoolmentioning

confidence: 99%

“…In order to do so directions are broken down into smaller tasks. Task analysis (TA) is another EBP utilized in preschool settings for children with a variety of disabilities (NPDC, 2018;Snodgrass, et al, 2017;Wong et al, 2015). TA is beneficial as it is developmentally appropriate for preschool aged children and it aligns with Baron-Cohen's ES theory in that individuals with ASD perform better by creating systems in their environments.…”

Section: Behavior Development and Evidence-based Practices In Preschoolmentioning

confidence: 99%

“…Research identifies reinforcers, prompting, modeling, video modeling, specific verbal cues, and task analysis as common interventions utilized for children with DD (Biederman et al, 1998;Brown & Conroy, 2011;Cihak, Smith, Cornett, & Coleman, 2012;CSEFEL, n.d.;Snodgrass, et al, 2017). Overall, the research regarding DD is fairly new in the field of education.…”

Section: Developmental Delaymentioning

confidence: 99%

“…ES was selected as the theoretical framework for this study for two reasons; first, the primary foci of ES theory and the development of preschool-aged children share similarities in that individuals with ASD exhibit some developmental milestones and needs that are common in preschool aged children, specifically the development of empathy (Baron-Cohen, 2009;Buron & Curtis, 2012;Dodge et al, 2008), executive functioning (EF; Kriete &Noelle, 2015), and the need for routines, tasks, and consistency (Baron-Cohen, 2009;Buron & Curtis, 2012;Dodge et al, 2008;Snodgrass, Meadan, Otrosky, & Cheung, 2017). The second reason ES was selected as the theoretical framework was because in the development of their Incredible 5-Point Scale, (the independent variable for the present study), Buron and Curtis (2012) utilized Baron-Cohen's (2009) ES theory as the theory driving the development and rationale for the tool.…”

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confidence: 99%

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Exploring the Incredible 5-Point Scale: Impact on Target Behaviors in Preschool

Pinheiro¹,

Beth²

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The research question guiding this study is: To what extent does the implementation of the Incredible 5-Point Scale impact target behaviors of preschool children with Developmental Delays? Definitions of Important Terms and Concepts Developmental Delay: This term, in the state of [masked], is a disability category for children between the ages of 3 and 8 years old. For the purpose of the study, developmental delay was used to refer to any person who met the diagnostic criteria for the state of [masked]. The [masked] Department of Education, (n.d.) identifies the eligibility requirement for developmental delay as a: twenty-five percent (25 percent) delay and/or score equal to or greater than two standard deviations below the mean in one of these areas of development listed below; or a score equal to or greater than 1.5 standard deviation below the mean in two or more of the following areas: physical development, cognitive development, communication development, social or emotional development, and/or adaptive development. (p.6). Evidence-Based Practices: This term refers to teaching techniques or strategies that have a significant body of research supporting the efficacy of their use (IRIS Center, 2018). Preschool Aged Children: This term relates to young children and is determined by their ages, three to five years old (Dodge, Colker, and Heroman, 2008).

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Primacy and recency effects in task analyses: Preliminary results

Barnard‐Brak

Mutua

Williamson

2023

Applied Cognitive Psychology

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Performance for three independent living tasks were examined via task analyses.Given the relatively small sample size (n = 56) of individuals with intellectual and developmental disabilities, we simulated 1000 replications based upon observed results using Monte Carlo techniques. The results of the current study suggest that:(1) adaptive behavior was more related to task performance than IQ; and (2) after statistically controlling for adaptive behavior, task performance was influenced by the first step. Task performance appear to be over-estimated with the inclusion of the first step.

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One Step at a Time: Using Task Analyses to Teach Skills

Cited by 7 publications

References 9 publications

MADE 2 FADE: A Practical Strategy for Empowering Independence for Students With Disabilities

MADE 2 FADE: A Practical Strategy for Empowering Independence for Students With Disabilities

Exploring the Incredible 5-Point Scale: Impact on Target Behaviors in Preschool

Primacy and recency effects in task analyses: Preliminary results

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